Critique of...

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A significant difference was found on achievement but not on motivationAlthough the effects on motivation was found to be insignificant, the interviews indicated increased motivation.Inconsistencies within this research and with prior research indicates further research is necessaryConclusionsThe effects of modern mathematics computer games on mathematics achievement and class motivationCritique of...Currently there is a lack of empirical studies conducted on instructional games effectivenessConflicting results among current research results indicate that additional research s requiredStudy investigated the effects games have on students' achievement and motivationArticle FoundationConceptual framework was well explained and provided significant contribution to the clarity and purpose of the studyMultivariate Analysis of Covariance was appropriately used to analyze the dataResults were clearly explained and inconsistencies notedRelated the research results to prior studiesDiscusses the limitations for generalizing the results for other populationsAcknowledges the need for additional researchPositive CriticismsSelection of the participants were not clearly described and therefore, we are unaware of any potential sources of biasDetails of the MANCOVA statistical analysis were not included in the study. Therefore, we are unaware of the relationship between the covariate and the dependent variable and hence don't know if they are measuring the same thingNegative CriticismsAccept with minor revisionsCritique ConclusionsLAI 615 Critique PresentationKebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427-443. doi:10.1016/j.compedu.2010.02.007By Katie Snyder"There is no significant difference between learners' achievement of the treatment group, who receive DimensionM! games, versus the control group, who do not receive the games.""There is no significant difference between learners' motivations of the treatment group, who receive DimensionM! games, versus the control group, who do not receive the games.""There is no significant difference between achievement and motivations of the students, who play DimensionM! games, with differences in (a) prior knowledge, (b) computer experience, and (c) language background."Research Null Hypotheses